DSpace Coleção:https://ri.ufs.br/jspui/handle/riufs/239892026-05-07T05:01:26Z2026-05-07T05:01:26ZA construção da identidade da professora e do professor de ciências na formação inicial: uma análise de projeto pedagógico do curso a partir de Lee ShulmanLeal, Sabrina MilhomemSilva, Jemima Queiroz daAngelo, José Adriano Cavalcantehttps://ri.ufs.br/jspui/handle/riufs/240172025-12-05T20:26:00Z2024-02-01T00:00:00ZTítulo: A construção da identidade da professora e do professor de ciências na formação inicial: uma análise de projeto pedagógico do curso a partir de Lee Shulman
Autor(es): Leal, Sabrina Milhomem; Silva, Jemima Queiroz da; Angelo, José Adriano Cavalcante
Abstract: The professional identity of Science and Biology teachers is crucial to the success of education. The
curriculum in initial training is fundamental to the formation of this identity. This article analyzed the
Curricular Pedagogical Project of the Biological Sciences Teaching Degree program at the Federal
University of Tocantins. The research used Document Analysis to collect the data and the seven
categories of knowledge necessary for teacher training, delimited by Shulman (1987), for analysis.
The results showed that the course partially complies with the categories used. It is necessary to
reflect and observe more carefully the initial training of Science and Biology teachers.2024-02-01T00:00:00ZAlfabetização Biológica: uma proposta de modelo com base em níveis e dimensõesAngelo, José Adriano CavalcanteSilva, Adjane da Costa Tourinho eMotokane, Marcelo Tadeuhttps://ri.ufs.br/jspui/handle/riufs/239902025-12-01T21:32:18Z2025-11-01T00:00:00ZTítulo: Alfabetização Biológica: uma proposta de modelo com base em níveis e dimensões
Autor(es): Angelo, José Adriano Cavalcante; Silva, Adjane da Costa Tourinho e; Motokane, Marcelo Tadeu
Abstract: This article presents a theoretical proposal for Biological Literacy, understood
as the capacity of individuals to comprehend biological principles and concepts in relation
to social, historical, philosophical, cultural, economic, and technological aspects, enabling
them to transform society and address contemporary problems through biological
knowledge and scientific methods. The model, developed through a literature review and
documentary analysis of curricular guidelines, organizes Biological Literacy into five levels
of development: Biological Illiteracy, Nominal Biological Literacy, Functional, Structural,
and Multidimensional Biological Literacy, based on the theoretical framework of Uno and
Bybee (1994). These levels are complemented by seven dimensions: Cognitive, Nature of
Biology (NoB), Affective, Interdisciplinarity, Sustainability, Bioethics, and BiologyRelated Careers Awareness, expanding the dimensions proposed by Semilarski and Laius
(2021). In addition, the model proposes three domains: Psychological, Epistemic, and
Social, that structure the dimensions, thus strengthening the integration of Biology with
other fields. This model serves as a flexible and comprehensive tool for curriculum
development, teaching material design, and the assessment of Biological Literacy,
promoting critical, ethical, and reflective citizenship education.2025-11-01T00:00:00Z